Reflective thinking as exemplified in musical decision-making
Whitaker, Nancy Louise
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https://hdl.handle.net/2142/23016
Description
Title
Reflective thinking as exemplified in musical decision-making
Author(s)
Whitaker, Nancy Louise
Issue Date
1989
Doctoral Committee Chair(s)
Colwell, Richard J.
Department of Study
Music
Discipline
Music Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ed.D.
Degree Level
Dissertation
Keyword(s)
Music
Education, Music
Psychology, General
Language
eng
Abstract
"Two forms of data served as the basis for this inquiry into the extent of reflective thinking represented by musical decision making. Articles written by pianists, arrangers, and conductors served as primary sources from extant literature. A verbal protocol representing the ""stream of consciousness"" data gathering technique was produced by six subjects representing outstanding achievement in their fields; two pianists, two arrangers and two instrumental conductors. A series of task representative of opportunities for decision making structured the data gathering procedure."
Statements extracted from the literature and the complete transcripts were analyzed using a non traditional form of content analysis based on the description of reflective thinking presented by John Dewey in How We Think (1933). Results of the analysis were presented as a series of paradigms, as annotated lists of statements and groups of statements, and as a series of graphic illustrations.
The analysis revealed that the thinking of each subject in each task situation was unique. A variety of forms of funded knowledge, non reflective thinking, and reflective thinking was found in the transcripts. When the results of the transcript analysis were compared to the literature it was apparent that, with two exceptions, the thinking of the subjects differed from thinking represented in extant literature.
Dewey provides an explanation for the disparity between the thinking of the subjects, and the disparity between the thinking of the subjects and thinking represented in the literature. His explanation is based on his conception of thinking as a process unique to the individual. Each person brings a particular web of funded experience to a situation and uses this experience to identify and consider problems. The interaction of funded experience with immediate experience structures the problem and the subsequent use of non reflective or reflective thinking.
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